Novel •Ties
A Study Guide
Written By Brenda Holt McGee
Edited by Joyce Friedland and Rikki Kessler
LEARNING LINKS
P.O. Box 326 • Cranbury • New Jersey 08512
OLD YELLER
TABLE OF CONTENTS
Synopsis / Author Information . . . . . . . . . . . . . . . . . . . 1
Pre-Reading Activities . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Chapters 1, 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 - 4
Map: Texas 1860s - 1880s. . . . . . . . . . . . . . . . . . . . . . . . 5
Chapters 3, 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 - 7
Chapters 5, 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 - 9
Chapters 7, 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 - 11
Chapters 9, 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 - 13
Chapters 11, 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 - 15
Chapters 13, 14. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Chapters 15, 16. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Post-Reading Activities . . . . . . . . . . . . . . . . . . . . . . . . 19
Suggestions For Further Reading . . . . . . . . . . . . . . . . 20
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 - 22
Novel-Ties® are printed on recycled paper.
The purchase of this study guide entitles an individual teacher to reproduce pages for use
in a classroom. Reproduction for use in an entire school or school system or for commercial use
is prohibited. Beyond the classroom use by an individual teacher, reproduction, transmittal or
retrieval of this work is prohibited without written permission from the publisher.
Copyright © 1990, 1997, 2002 by LEARNING LINKS
OLD YELLER
For the Teacher
This reproducible study guide consists of lessons to use in conjunction with
the book Old Yeller. Written in chapter-by-chapter format, the guide contains a
synopsis, pre-reading activities, vocabulary and comprehension exercises, as well as
extension activities to be used as follow-up to the novel.
In a homogeneous classroom, whole class instruction with one title is
appropriate. In a heterogeneous classroom, reading groups should be formed: each
group works on a different novel on its reading level. Depending upon the length of time
devoted to reading in the classroom, each novel, with its guide and accompanying
lessons, may be completed in three to six weeks.
Begin using NOVEL-TIES for guided reading by distributing the novel and
a folder to each child. Distribute duplicated pages of the study guide for students to
place in their folders. After examining the cover and glancing through the book,
students can participate in several pre-reading activities. Vocabulary questions should
be considered prior to reading a chapter or group of chapters; all other work should be
done after the chapter has been read. Comprehension questions can be answered
orally or in writing. The classroom teacher should determine the amount of work to be
assigned, always keeping in mind that readers must be nurtured and that the ultimate
goal is encouraging students’ love of reading.
The benefits of using NOVEL-TIES are numerous. Students read good
literature in the original, rather than in abridged or edited form. The good reading
habits will be transferred to the books students read independently. Passive readers
become active, avid readers.
LEARNING LINKS
OLD YELLER
CHAPTERS 1, 2
Vocabulary: Draw a line from each word on the left to its definition on the right.
Then use the numbered words to fill in the blanks in the sentences below.
1. dingy
a. pause; wait before acting
2. depredations
b. serious
3. hesitate
c.
4. solemn
d. not bright, fresh, or clean; dull
5. ledge
e. ravagings; acts of laying waste
narrow shelf along a wall
......................................................
1. With ____________________ expressions on their faces, the jury watched as the foreman announced a guilty verdict.
2. The house became ____________________ once the owners moved away and it
remained empty for many years.
3. Standing on the rocky ____________________ on the side of the stream, you could
see for miles around.
4. Settlers kept fierce dogs against the danger and ____________________ of wolves,
panthers, and bears.
5. It is dangerous to ____________________ once you begin crossing a busy street.
Colloquial Language:
Colloquial expressions are characteristic styles of informal speech or writing. The
author used colloquial language to make the book seem true to its time and place.
Choose the best meanings for the underlined colloquial expressions in the following
sentences.
1. “In fact,” Papa wound up, “all we lack having a tight tail-holt on the world is a
little case of money.”
a. independence and security
b. a grip on the land
2. But if he doesn’t keep out of our drinking water, I’m going to wear him to a frazzle.
a. spank him
b. carry his brother around
3. You know I’ve been aching all over for a horse to ride.
a. seriously ill
b. hoping
4. I thought she was fixing to argue that I was getting too big for my britches.
a. wearing the wrong size
LEARNING LINKS
b. acting too self-important
3
OLD YELLER
LEARNING LINKS
5